Author of the publication

Analyzing and presenting interaction data: a teacher, student and researcher perspective.

, , , , , , , , , , , , and . ICLS (3), page 375-382. International Society of the Learning Sciences, (2008)

Please choose a person to relate this publication to

To differ between persons with the same name, the academic degree and the title of an important publication will be displayed. You can also use the button next to the name to display some publications already assigned to the person.

No persons found for author name Kanselaar, Gellof
add a person with the name Kanselaar, Gellof
 

Other publications of authors with the same name

Exploring Relational Regulation in Computer-Mediated (Collaborative) Learning Interaction: A Developmental Perspective., , and . Cyberpsy., Behavior, and Soc. Networking, 7 (2): 183-195 (2004)Foreword., , , and . ICLS (1), International Society of the Learning Sciences, (2008)Influence of group member familiarity on online collaborative learning., , , and . Comput. Hum. Behav., 25 (1): 161-170 (2009)Supporting Historical Reasoning in CSCL., , , and . CSCL, volume 2 of Computer-Supported Collaborative Learning, page 93-102. Springer, (2003)Online visualization of agreement and discussion during computer-supported collaborative learning., , , and . CSCL, page 314-316. International Society of the Learning Sciences / ACM DL, (2007)Cosar: Collaborative Writing of Argumentative Texts., , and . ICALT, page 269-272. IEEE Computer Society, (2001)A cooperative system for collaborative problem solving., and . CSCL, page 191-194. L. Erlbaum Associates Inc. Hillsdale, NJ, USA, (1995)Collaborative learning through computer-mediated argumentation., , and . CSCL, page 77. International Society of the Learning Sciences, (1999)Effects of representational guidance during computer-supported collaborative learning., , , and . ICLS (3), page 47-48. International Society of the Learning Sciences, (2008)Argumentative Knowledge Construction in CSCL., , , , , , , , and . ICLS, International Society of the Learning Sciences, (2006)